The Individual Education Plan (IEP) What is an IEP? a summary of the student’s strengths,...

The Individual Education Plan(IEP)

What is an IEP?

a summary of the student’s strengths, interests, and needs, and of the expectations for a student’s learning during a school year that differ from the expectations defined in the appropriate grade level of the Ontario curriculum

Literacy Numeracy Behaviour http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html

What is an IEP?

a written plan of action prepared for a student who requires modifications of the regular school program or accommodations;

a tool to help teachers monitor and communicate the student’s growth

a plan developed, implemented, and monitored by school staff;

What is an IEP?

a flexible, working document that can be adjusted as necessary;

an accountability tool for the student, his or her parents, and everyone who has responsibilities under the plan for helping the student meet his or her goals and expectations

What is an IEP?

ongoing record that ensures continuity in programming; and

a document to be used in conjunction with the provincial report card.

An IEP is not…

… a description of everything that will be taught to the student:

… an educational program or set of expectations for all students;

…a means to monitor the effectiveness of teachers; or

… a daily plan.

A good IEP will always:

Determine where we are (history) Set out where we hope to go

(reasonable, attainable targets) Detail how we hope to get there

(learning/ teaching strategies) Highlight how we know when we have

finally arrived (measurement/evaluation)

Information to Be Included in an IEP

Student’s strengths and needs as recorded on the statement of decision received from the IPRC

Relevant medical/health information Relevant formal (standardized) assessment

data Student’s current level of educational

achievement in each program area

Information to Be Included in an IEP

Goals and specific expectations for the student

Program modifications (changes to the grade-level expectations in the Ontario curriculum)

Accommodations required (supports or services that will help the student access the curriculum and demonstrate learning)

Information to Be Included in an IEP

Special education and related services provided to the student

Assessment strategies for reviewing the student’s achievements and progress

Regular updates, showing dates, results, and recommendations

Transition plan (14 and over)

IEP Process Checklist

Assign primary responsibility for the IEP Gather Information Set the Direction Develop the IEP Implement the IEP Review and Update the IEP

IEP Process Checklist

Assign primary responsibility for the IEP

IEP Process Checklist

Gather Information Review the student’s records (including

the previous IEP and the IPRC statement of decision)

Consult with the student, parents, school staff, and other professionals

Observe the student Review the student’s current work

IEP Process Checklist

Gather Information Conduct further assessments, if

necessary Consolidate and record information

IEP Process Checklist

Set the Direction Establish a collaborative approach

(including the student and parents)

Establish roles and responsibilities

IEP Process Checklist

Develop the IEP Identify and record the student’s

strengths and needs Identify goals and expectations Determine strategies and resources Develop a transition plan ( 14 and older) Establish a monitoring cycle

IEP Process Checklist

Implement the IEP

Share the IEP with the student, parents, school staff, and other professionals (providing a copy to parents and to the student, if 16 or older)

Put the IEP into practice

Continuously evaluate the student’s progress

Adjust goals, expectations, and strategies as necessary

IEP Process Checklist

Review and Update the IEP Update the IEP periodically (at least once per

reporting period) Review and update the IEP at year-end and

when the student transfers to another school Store the IEP in the Ontario Student Record

1. Gather Information

2. Set the Direction

3. Develop the IEP

4. Implement the IEP

5. Review and Update the IEP

The IEP Process

1. Gather Information

2. Set the Direction

3. Develop the IEP

4. Implement the IEP

5. Review and Update the IEP

The IEP Process

1. Gather Information

Review the student’s records (including the previous IEP and the IPRC statement of decision)

Consult with the student, parent, school staff, and other professionals

Observe the student Review the student’s current work Conduct further assessments, if necessary Consolidate and record information

1. Gather Information

2. Set the Direction

3. Develop the IEP

4. Implement the IEP

5. Review and Update the IEP

The IEP Process

2. Set the Direction

Establish a collaborative approach (including the student and parent)

Establish roles and responsibilities

1. Gather Information

2. Set the Direction

3. Develop the IEP

4. Implement the IEP

5. Review and Update the IEP

The IEP Process

3. Develop the IEP

Identify and record the student’s strengths and needs

Identify goals and expectations Determine strategies and resources Develop a Transition Plan (14 and over) Establish a monitoring cycle

1. Gather Information

2. Set the Direction

3. Develop the IEP

4. Implement the IEP

5. Review and Update the IEP

The IEP Process

Summary, a good IEP is:

Concise and action based. Review a student’s scholastic history and current

academic/behavioral standing. Identify the nature, extent and specific area of a student’s

particular learning/ behavioral difficulty. Highlight the learning/ teaching strategies Detail specific behavioral/ academic targets, set within

specific timeframes How to measure progression How often the PLAN is to be reviewed, and with whom. It is a working document; a work in progress!

End of Presentation